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Spinal canal infections include
spinal epidural abscess
, which is an infection that develops in the space around the dura (the tissue that surrounds the spinal cord and nerve root). Subdural abscess is far rarer and affects the potential space between the dura and arachnoid (the thin membrane of the spinal cord, between the dura mater and pia mater). Infections within the spinal cord parenchyma (primary tissue) are called intramedullary abscesses.

spinal epidural abscess

Adjacent soft-tissue infections include cervical and thoracic paraspinal lesions and lumbar psoas muscle abscesses. Soft-tissue infections generally affect younger patients and are not seen often in older people.

Incidence and Prevalence

Risk factors for developing spinal infection include conditions that compromise the immune system, such as:

Surgical risk factors include an operation of long duration, high blood loss, use of instrumentation and multiple or revision surgeries at the same site. Infections occur in 1 to 4 percent of surgical cases, despite numerous preventative measures that are followed.

Causes

Spinal infections can be caused by either a bacterial or a fungal infection in another part of the body that has been carried into the spine through the bloodstream. The most common source of spinal infections is a bacterium called
Staphylococcus aureus
, followed by
Escherichia coli
.

Nope. That’s called proofreading. It’s an important step before turning your paper in, but if your ideas are predictable, your thesis is weak, and your organization is a mess, then proofreading will just be putting a band-aid on a bullet wound. When you finish revising, that’s the time to proofread. For more information on the subject, see our handout on
proofreading
.

Well, that’s a part of revision called editing. It’s another important final step in polishing your work. But if you haven’t thought through your ideas, then rephrasing them won’t make any difference.

Writing is a process of discovery, and you don’t always produce your best stuff when you first get started.
So revision is a chance for you to look critically at what you have written to see:

So revision is a chance for you to look critically at what you have written to see:

Here are several things to do. But don’t try them all at one time.
Instead, focus on two or three main areas during each revision session:

Instead, focus on two or three main areas during each revision session:
Examine the balance within your paper:
Check that you have kept your promises to your readers:
Check the organization:
Check your information:
Check your conclusion:

Sorry. You may want to start working on your next paper early so that you have plenty of time for revising. That way you can give yourself some time to come back to look at what you’ve written with a fresh pair of eyes. It’s amazing how something that sounded brilliant the moment you wrote it can prove to be less-than-brilliant when you give it a chance to incubate.

Revision doesn’t necessarily mean rewriting the whole paper. Sometimes it means revising the thesis to match what you’ve discovered while writing. Sometimes it means coming up with stronger arguments to defend your position, or coming up with more vivid examples to illustrate your points. Sometimes it means shifting the order of your paper to help the reader follow your argument, or to change the emphasis of your points. Sometimes it means adding or deleting material for balance or emphasis. And then, sadly, sometimes revision does mean trashing your first draft and starting from scratch. Better that than having the teacher trash your final paper.

The MLC believes that students and staff should not just learn and use maths, but also enjoy it. So we engage in a lot of mathematical art and play.

To find out more about any of these activities, please contact us.

One Hundred Factorial is a gathering of staff, students and friends to solve puzzles and play mathematical games together, both online and face-to-face. We have face-to-face games and puzzle sessions on campus regularly during teaching weeks, and monthly at other times. You can also follow our puzzle-solving on social media.

EVERYONE IS WELCOME to One Hundred Factorial. You don't have to be associated with the University of Adelaide to join in. Children are welcome, but for legal reasons you must stay at the event with your children - we cannot responsible for supervising them.

Several thousand paper pyramids were made and stuck together to build a model of a 3D fractal known as the Sieprinski Sponge, in 2011 and in 2015. To find out more, follow the link to the
Sierpinski Sponge Page

The MLC lecturers like to create and collect puzzles and games. Here are some that you might find interesting:

Occasionally, the MLC lecturers give seminars on maths or maths-related topics, where the focus is on the fun or interest of the maths. Find out more about the past seminars here.

The University of Dallas Ann Joe O. Neuhoff School of Ministry offers programs for those whodesireto enrich their faith, develop their effectiveness as pastoral leaders and engage in transformative service to the Catholic Church, their communities and the world.

Between March 19 and March 24, pastoral leaders congregated in Rome for a pre-synod gathering of over 300 representatives from every part of the world. Two of those leaders were UD alumni Katie Prejean McGrady, BA '11, and Nick López, BA '12 MTS '16. The purpose of the gathering was to craft a document, to be presented to the pope, on the state of young people and religion worldwide.

The week of March 19, University of Dallas alumnus and Director of Campus Ministry Nick López, BA '12 MTS '16, attended a pre-synodal gathering of young people in preparation for the upcoming Synod on Young People, the Faith, and Vocational Discernment. López was even asked to address the gathering, including Pope Francis, at the request of the Vatican Synod Committee.

Recently, we sat down with Matthew Vereecke, Ed.D., and Verónica Alonzo, Ed.D., superintendent and associate superintendent of Catholic schools for the Diocese of Dallas, to ask them about the state of Catholic education in the Diocese of Dallas: "What has been accomplished? What can we be proud of this year, in our Catholic schools?"